Techno-Pedagogic Analysis of Content Knowledge (TPACK)

“TPACK is a theoretical Framework that describes the relationships between Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK).” (Mishra & Koehler, 2006). Knowledge needed by a teacher for effective teaching of the Subject in a technology enhanced learning environment. TPACK framework describes seven knowledge domains needed for effective technology integration. They are :– TK, PK, CK, PCK, TPK, TCK & TPACK. 
 TK refers to pre-service teachers’ knowledge and proficiency with technology tools. CK refers to subject-matter knowledge and the ability to identify content-specific learning goals. PK refers to the theoretical and methodological knowledge needed to develop appropriate instruction.   Technological Content Knowledge (TCK) refers to the reciprocal relationship between Technology and Content, the understanding that technology tools can be used to support content-specific learning goals. The relationship between pedagogy and content, or PCK, refers to the practitioner knowledge needed to develop and deliver effective content-specific instruction. Technological Pedagogical Knowledge (TPK) relates to the understanding of how Technology can influence teaching and learning.

  When Technology, Content, and Pedagogy blend together effectively, the result is TPACK—a unique body of Knowledge that supports a teacher’s ability to accommodate TK within CK and PK to develop effective technology-integrated lessons (Harris et al., 2009). TPACK Framework is used as a means for designing curriculum-based, technology-integrated lessons. Further, course projects and assignments enable participants to explore different tools and design lessons that demonstrate ways that they can use technology in conjunction with content and pedagogy to support student learning.

  In designing lesson plans, participants use the TPACK Framework as a guide; they decide the learning goals to be addressed, make pedagogical decisions related to the implementation of the lesson, identify specific activities that will comprise the learning experience, select assessment strategies, and, finally, choose technology tools that match their content and pedagogy (Harris & Hofer, 2009). 

Use of TPCK in Course Designing

  TPACK Framework can be used by teachers as a means for designing ICT integrated Curriculum, Technology driven teaching learning activities and web-based Assessment Tools . Further, teachers can incorporate online course projects and assignments and online tests as part of the course. TPCK is helpful for them to explore different tools and design lessons that demonstrate ways that they can use technology in conjunction with content and pedagogy to support student learning.

Use of TPCK in planning Lessons

      Teachers can use the TPACK Framework as a guide to plan their lessons for teaching.

q  To decide the learning outcomes to be attained

q  To choose appropriate pedagogical strategies related to the implementation of the lesson

q  To identify specific activities that will comprise the learning experience

q  To select assessment strategies, and,

q  To choose technology tools that match their content and pedagogy.

Use of TPCK in Teaching - An Example from Social Science

          To cite an example from Social Science Subject, let me introduce the topic 'Population Growth in India'.

Step I.   As a teacher, it is our first duty to select a portion of subject matter from the text book. Suppose we select a portion containing the nature of population in our country. For the last several decades, our population had been growing alarmingly. The growth of population in our country during a decade is more than the total population of advanced countries like Japan.

This knowledge is termed as: Content Knowledge (CK).

Step II.   For teaching the above learning points, let us convert them into a teaching content by incorporating them with teaching methods and learning activities. We prepare a histogram showing the population in every decade from 1901 to 2011. Students observe this diagram and find out the increase in population in every decade, rate of growth etc. We can also use a Pie Diagram showing the population of major countries of the world for getting a clear comparison. By observing the above devices, students can have a clear understanding about our population and that of other countries.

This knowledge is now called: Pedagogical Content Knowledge(PCK).

Step III.   Now, in order to make our teaching more effective, we incorporate some technological aspects in this knowledge. For this, we download the images, videos and other information from internet with the help of a computer and prepare a power point for its effective transaction in the class. Now this knowledge is termed as: Techno-Pedagogical Content Knowledge (TPCK).